One job, one deal...or not: do generations respond differently to psychological contract fulfillment?

This paper investigates generational differences in the relations between psychological contract fulfillment and work attitudes. Data were collected from a sample of 909 employees in the Dutch service sector. Structural equation modeling analyses were used to test the moderating effects of generational differences on the influence of psychological contract fulfillment on affective commitment and turnover intention. The relationship between psychological contract fulfillment and these work outcomes was moderated by generational differences. Furthermore, results indicate that different generations respond differently to different aspects of psychological contract fulfillment, such as career development, job content, organizational policies, social atmosphere and rewards. The study provides evidence that generational differences impact the reciprocal relationship between employer and employee. Results from this study suggest that Baby Boomers and Generation X may be more motivated by social atmosphere, whereas Generation Y may be more motivated by job content and career development. Fair organizational policies are particularly motivating to Generation X, and providing rewards, though more important to Generation Y, seem mostly unrelated to work outcomes. This article is the first to study the moderation of generational differences in the relationships between psychological contract fulfillment and work outcomes

Cross-Border Mobility of Self-Initiated and Organizational Expatriates

Globalization in the late twentieth and early twenty-first centuries has been marked by an increase in cross-border mobility of the highly skilled. Though self-initiated expatriation is a widespread phenomenon, it has received relatively little attention in the academic literature. Furthermore, large-scale studies that track self-initiated and organizational expatriates together, over time and across geographies, are noticeably absent from the literature. Consequently, our understanding of these two forms of mobility is relatively limited. This study, which is the first large-scale analysis of the trends in and patterns of the mobility of organization-initiated expatriates and self-initiated expatriates, attempts to fill this gap by analyzing the mobility patterns of 55,915 highly skilled individuals who made 76,660 cross-border moves between 1990 and 2006. Specifically, we analyze patterns of geographic mobility and then examine the rate, duration, and direction of self-initiated and organizational expatriation over time. Finally, we consider demographic differences in mobility between the two groups

Joint clinical clerkships for osteopathic and allopathic medical students: New England\u27s experience

Although combined osteopathic and allopathic medical programs are well established for graduate medical education and continuing medical education, little has been published in the literature about such integration at the undergraduate level. The authors describe the preliminary efforts of a joint clinical clerkship program with students from regional osteopathic and allopathic medical schools at a major community teaching hospital in New England. Osteopathic principles and practice are consistently reinforced, exposing students from both medical backgrounds to them. It is hoped that this pilot program serves as a model for developing similar combined programs throughout the United States

Engaging marketing students: Student operated businesses in a simulated world

Engaged students are committed and more likely to continue their university studies. Subsequently, they are less resource intensive from a university’s perspective. This article details an experiential second-year marketing course that requires students to develop real products and services to sell on two organized market days. In the course, students participate as both consumers and marketers in a simulated world. The current article explores the effectiveness of this experiential assessment in terms of its ability to engage students. Comparing student engagement to a traditional lecture course and National Survey of Student Engagement benchmarks, the results suggest that the use of a simulated marketplace is capable of engaging students. Specifically, the assessment reported encourages more active learning and collaboration, is more academically challenging, and permits more student–faculty interaction than a traditional lecture-based course. The course structure outlined in this article permits the dynamics of a live marketing environment to be introduced into the classroom. The authors provide practical advice for educators seeking to design and implement engaging pedagogy